Research: What Is Cah and CPH in Language Acquisition?
Research: What Is Cah and CPH in Language Acquisition?
Research: What Is Cah and CPH in Language Acquisition?
ACQUISITION?
-CA offered some strong claims in the area of language teaching which are
characterized as the contrastive analysis hypothesis. Deeply rooted in the
behavioristic and structuralist approaches of the day, the CAH claimed that the
principle barrier to second language acquisition is the interference of the first
language system with the second language system and that a scientific, structural
analysis of the two languages in question would yield a taxonomy of linguistics
contrasts between them in which in turn would enable linguists and language
teachers to predict the difficulties of a learner would encounter. THIS can be
summarized like this:
-It claims that there is an ideal time window of brain development to acquire
language in a linguistically rich environment, after which further language
acquisition becomes much more difficult and effortful. It is the subject of a long-
standing debate in linguistics and language acquisition over the extent to which the
ability to acquire language is biologically linked to age. The critical period
hypothesis was first proposed by Montreal neurologist Wilder Penfield and co-
author Lamar Roberts in their 1959 book Speech and Brain Mechanisms, and was
popularized by Eric Lenneberg in 1967 with Biological Foundations of Language.
PATTERNS OF DEVELOPMENT IN WRITING/PARAGRAPH
DEVELOPMENT
-above, down, near, looks like, outside, under, on top of, such as, between, across,
behind, appears to be, beside, in front, to the right/left
b.) CONTRAST – the persons, things, places, events, situations or ideas is to show
how they are different. To do so, you need to make a list of the characteristics or
qualities of the subjects and identify the differences between them.
5. CAUSE AND EFFECT – a cause is simply why something happens and an effect is
what happens. Together they can be used as a pattern of development in writing,
with the cause and effect pattern the writer can explain how an event or action
needs to another.
-therefore, it’s better, to solve the problem, to address the issue, (something) can
be suggested
7. EXEMPLIFICATION – it presents the general statement and then provides
specific and concrete examples to expound in the main idea.
-after all, as an example, consider the following, for example, for instance, in other
words, in particular, in short, namely, to be specific, to illustrate, specifically
-another, another kind, classified as, final type, one kind, the first, category, the
last group, the next part
-again, for this reason, in that case, indeed, to emphasize, to repeat, truly, with
this in mind
-accordingly, consequently, all in all, as a result, as I have said, due to, finally, an
any event, in brief, in conclusion, in short, in summary, inevitably, since, in essence
-before, before this, currently, in the meantime, in the meanwhile, last, last but
not the least, lastly, later
DEVELOPMENTAL SEQUENCES
-Developmental sequences are the order in which language learning occurs during
the process of development in which all learners pass through have been identified
for linguistic features.
-It tackles about the sequence or pattern on how a person learn to speak a
language from the beginning. The sequence have been named and explained to
understand it.
*In L2 acquisition, the silent period is not necessary, since the learner already
knows about language, having acquired one. Yet, many L2 learners, opt for a silent
period.
*According to Saville-Troike’s study shows that not all learners go through a silent
period.
*Many learners, particularly classroom learners, are obliged to speak from the
beginning.
RESEARCH: HOW DID TAGALOG AND FILIPINO LANGUAGES
ESTABLISHED AS A NATIONAL LANGUAGE?
What do you call the national language of the Filipinos? When a foreigner asks this
question, most Filipinos say the national language of the Filipinos is Tagalog and
leave it there. It saves the foreigner confusion. But among the Filipinos this topic
can lead to a bitter debate. Some will say the national language is Pilipino, spelled
with a P, and some will say Filipino, spelled with an F.
When the Spaniards claimed the Philippines as a territory in the 16 th century, the
Philippines was not a unified nation and did not share a common language. The
territory had thousands in all, and many of these islands had their own languages.
Some islands like Luzon, had several distinct languages, among them Ilocano,
Tagalog, and Bicol.
So the Spaniard missionaries in the Philippines took a different approach, one they
considered kinder and gentler toward the Filipino natives language. A negative
effect of that approach, however, was the failure to unite the country under one
language.
Some people believed the national language of the new nation should be based on
the people’s own language – like TAGALOG. The choice of Tagalog was reasonable
because seven of the original eight provinces that started the revolution were
Tagalog speaking provinces: Tarlac, Nueva Ecija, Bulacan, Manila, Cavite, Laguna and
Batangas were Tagalog speaking provinces. The 8 th province, Pampanga, was not
predominantly Tagalog speaking but people there understood Tagalog because the
other seven provinces were once part of the grand Pampanga province.
Beginning in 1959, this version of Tagalog became known as Pilipno. Because Pilipino
uses the syntax and vocabulary of Tagalog, some say Pilipino was nothing but
Tagalog. But it really was more than that because there were regional differences
in the usage and style of Tagalog. These regional differences had to be eliminated
or unified to produce a consistent language called Pilipino.
From the 1940s to 1980s this process of unifying and propagating of a national
language proved very successful. It is safe to say that today a good majority of
Filipinos speak nationalized Tagalog or Pilipino.
In the late 1980s there were efforts to call Pilipino by another name, FILIPINO.
The 1987 Constitution of the Philippines specifically identifies Filipino as one of
the only two official languages of the country. The other language is English. The
thinking goes like this: the language of the French is French, the language of the
German is German, the language of the English is English, therefore the National
Language of the Filipinos is FILIPINO. Filipino, however, is not simply Pilipino given
another name. Just as Pilipino went beyond Tagalog by being the nationalized
version of Tagalog, the purpose of the Filipino language is to include words from
other Filipino languages. Like Cebuano and Ilocano, from national perspective, this
makes sense because Cebuano is spoken by twenty million Filipinos and Ilocano by
eleven million.
In the last thirty years, the name FILIPINO continued to replace Tagalog and
Pilipino as the true national language of the Philippines.
RESEARCH: HOW DID THE ENGLISH LANGUAGE ESTABLISHED
IN THE PHILIPPINES?
During the American occupation of the Philippines from 1898 to 1946, English was
spoken in the Philippines. As the US occupied the country in 1901, English was
implemented. Since colonization, Philippine English has evolved from the native
speakers who taught it as a model for schools and other social organizations. The
linguistic mechanics of Filipino culture remained heavily influenced by the dialects
that describe the culture.
From 1898 to 1920, the English language was introduced to the world. National
hero of the Philippines Jose Rizal taught English on his own, and encouraged his
sister to do the same. In English schools, proper grammar was used as a direct
follow-up to the way of learning.
To summarize it, English was introduced into the Philippines during the US colonial
occupation and civil regime in the early 1900s and has now become the second
official language. In fact, Tagalog and English compete in the various domains of
Filipino society such as business, government, broadcast media, publications, and
education. English words have been assimilated into Tagalog to create a blended
hybrid, or slang, known as “Taglish”. The significant penetration of the English
language into the Philippines has resulted into a strong similarity between the
Philippines and American educational systems. This similarity has enabled Filipino
Americans to transition easily and become absorbed seamlessly into the United
States workforce.
RESEARCH: WHY DO WE HAVE ENGLISH AS A SECOND
LANGUAGE?
IN the Philippines, English is highly valued not only because it is functional and
practical, but more importantly, the better one’s ability to understand and use it,
the better one’s chances of career development. English is always been one of the
official languages of the Philippines. It is the language of commercial and law, as
well as the primary medium of instruction in education. The English language is well
entrenched in Philippine formal education. It was introduced into the formal
educational system when the United States of America colonized the Philippines.
The most overt and persistent arguments for maintaining English as the medium of
instruction involve the supposed advantage of English as a medium for intellectual
pursuits, for international communication, for economic advancement, especially in
the current globalizing world environment. From the earliest implementation of
English as the medium of instruction policy during the American colonial period, it
was already argued that English would be better medium to give Filipinos access to
the knowledge of other civilizations. These arguments are still valid as most of the
knowledge in the various domains of learning is documented in the English language.
*This policy really wanted to produce students who are competent speakers in both
Filipino and English, because in the long run it will help benefit the development of
our country because the more they are competent in these languages the more
they can perform well in their duty that will help our country grow even more.
*There are some Filipinos know how to speak in English but they are hesitant to do
so because they have this kind of mindset that it is only for the high society
wherein it does help at all to prosper their knowledge and competency in speaking
the English language. So, it is better to enhance the ability in speaking English in
order to boost our confidence, broaden our minds and helps improve the quality of
speaking skills.
BILINGUALISM
-It is a process wherein two languages are being used in speaking. One example of
this is the Tagalog – English.
Teacher may be looking for solid information about bilingual education and students
are very much benefited by this because it focuses on the student success. The
outcome of breeding simultaneously in two languages appeared to have past for all
children motivated. They have in common on high level or motivation and by their
achievements. By used of monolingual promotes diversity and complexity of culture,
language, and identity. It is also important that the parents must also engage in
using more than one or two language so that they will be exposed in a diverse
culture and for knowing many languages. This would promote unity and uniformity.
ME: Starting today, I will impose a rule that everyone of us need to speak in
English and it’s a MUST! If you will not talk to me in English, you will not get any
response from me. ( at the back of my head I’m smiling because they don’t have any
idea that this is for my activity).
HUSBAND: HA?! Seryoso ka? But I don’t know how to talk English fluently. Tila
adda maar aramid mo!
ME: It’s ok darling, it does not matter if you utter it correctly what you want to
say basta agsao ka iti English.
HUSBAND: Wen lattan, I will try my best. Anya ngay garud. That is what you want!
ME: Thank you! You can do it love, sika pay! (laughing at the moment); then
suddenly,
QUESTIONS TO ANSWER:
-“HA”, “seryoso ka”, “tila adda maar aramid mo”, “basta agsao ka iti”, “wen lattan”,
“anya ngay garud”, sika py”, “agkanta nak man”, “ay”
*CONTENT WORDS*
“SERYOSO KA”
“TILA ADDA MAAR ARAMID MO”
“BASTA AGSAO KA ITI”
ANYA NGAY GARUD”
AGKANTA NAK MAN”
*FUNCTION WORDS*
“HA”
“SIKA PAY”
“AY”
SISTER–IN-LAW: You know what, the twins do not want to go here na. (laughing)
ME: But why? Are they not willing to learn to speak in English, nag-eenjoy nga si
brother mo. (laugh)
SISTER-IN-LAW: Supay ah! Haayy, I don’t know to them why they are like
that,ana ngata kabuting da agsao iti English ket they can use the google naman if
they have something that they don’t know how to say.
QUESTIONS TO ANSWER:
-The speaker is shows sadness about her siblings for not trying their best to
improve their speaking ability.
- “ANA”, NA”, “NAG-EENJOY NGA SI”, “MO”, “SUPAY AH”, “HAAAYY”, ‘ANA
NGATA KABUTING DA AGSAO ITI”, “KET”, “NAMAN”,
*CONTENT WORDS*
*FUNCTION WORDS*
“ANA”
“NA”
“MO”
“SUPAY AH”
“HAAYYY”
“KET”
“NAMAN”
LEIGH: Both nalang, pwede po ba? I do not have money kasi to buy.
LEIGH: Bukas nlng mie, I will sing Happy Birthday to myself nukwa.
ME: Haha, ok your wish is granted basta lalaingim agkanta garud!
LEIGH: (She suddenly kiss and hug me, how sweet this little girl)
QUESTIONS TO ANSWER:
- It motivates the speaker to change language when she feels excited about her
coming birthday, at the same time she is happy when her wish is granted.
*CONTENT WORDS*
*FUNCTION WORDS*
“OPO”
“BA”
“NALANG”
“KASI”
“NUKWA”
“HAHA”